Classroom-based language efficiency assessment: a challenge for EFL teachers
dc.contributor.author | WACH, ALEKSANDRA | |
dc.date.accessioned | 2012-11-04T16:12:53Z | |
dc.date.available | 2012-11-04T16:12:53Z | |
dc.date.issued | 2012 | |
dc.description.abstract | This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them. | pl_PL |
dc.identifier.citation | Glottodidactica, Vol. 39/1 (2012), s. 81-92. | pl_PL |
dc.identifier.isbn | 83-232-1043-8 | |
dc.identifier.issn | 0072-4769 | |
dc.identifier.uri | http://hdl.handle.net/10593/3611 | |
dc.language.iso | en_US | pl_PL |
dc.publisher | Wydawnictwo Naukowe UAM | pl_PL |
dc.subject | Language assessment | pl_PL |
dc.subject | Teacher assessment | pl_PL |
dc.subject | Teachers’ beliefs | pl_PL |
dc.subject | Teacher as assessor | pl_PL |
dc.title | Classroom-based language efficiency assessment: a challenge for EFL teachers | pl_PL |
dc.type | Artykuł | pl_PL |
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